Archive for February 27, 2019

World Lit: Taking a Stand Against Childhood Hunger


  • ELAGSE9-10RI6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Georgia ELA
  • ELAGSE9-10RI5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Georgia ELA
  • ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA

Learning Target
Students will understand the issue of childhood hunger and consider ways to address this crisis.
Opening Session
Check out this animated video from No Kid Hungry that summarizes the issue of childhood hunger in America:

Work Session

Grab your Springboards and flip to page 194. We’re going to be reading about some social issues over the next couple days because within a couple weeks you guys will be turning in the second part of your sophomore capstone, the Social Issue essay.

As a reminder, this essay is the one that you will write about a specific social issue that affects your culture (which you wrote about in the last capstone essay, the Cultural Identity essay). You’ll research the issue, explain what it is, and then explain how it affects your culture. For example, if your cultural identity essay was about being an African American girl, you might write about the epidemic of low birth weight babies among black mothers in America. If you wrote about being a gamer, you might write about sexism in the gaming world. If you wrote about otaku culture, you might write about gatekeeping and elitism in the otaku community.

Anyway, today we are going to be completing activity 2.15 in Springboard. We will be reading a UN proclamation and an article about childhood hunger, then answering the Second Read questions and discussing childhood hunger, the worldwide statistics, and how we can work towards solving the problem together.

Closing Session
Think-Pair-Share: Talk to your partner and brainstorm for a few minutes about something you could do to address the issue of childhood hunger. Let’s share some ideas with the class!

Formative (book check of Second Read questions)

Process (scaffolded questions)

American Lit: Lincoln’s Second Inaugural Address


ELA.11-12.RI.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 

ELA.11-12.RI.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Learning Target:  I can cite evidence in order to answer questions 

Opening Session: Chalk Talk:  What do you think about the following ideas—The South, Forgiveness, Revenge, Defeat, Submission, Underestimating an Opponent

Work Session: 

Watch Lincoln Clip

Read Abraham Lincoln’s Second Inaugural address

During reading: Be sure to have students annotate the text and use the following questions to ensure that they’ve understood what they’ve read (the text is difficult):

1. What does Lincoln say is different about this inaugural address than the one he gave four years ago? 
The country is in the middle of a civil war. 

2. Why does Lincoln not take time to discuss the current state of war? 

People already know the present situation of the war because it is the most important conflict facing the nation.  Everyone has been following the events. 

3. Discuss the meaning of this quote (line 24): 

Both parties deprecated war, but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish 

4. Discuss the meaning of this quote (line 64): 

if God wills that it continue until all the wealth piled by the bondsman’s two hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood drawn with the lash shall be paid by another drawn with the sword 

5. Discuss the meaning of this quote (line 71): 

With malice toward none 

After Reading:

Students will complete a multiple choice handout assessing things stated in the texts, central ideas in the text, and the words and phrases used in the texts.

Closing Session:After collecting the papers review the answers to their multiple choice handouts that assessed things stated in the texts, central ideas in the text, and the words and phrases used in the texts.

Assessment: Summative (Selected Response questions)

Differentiation: Scaffolded questions